PEDA202 - Teaching in the Primary School 1 (Early Years)

Objectives:

On successful completion of the module, students will be able to:

(1) Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
(2) Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people.
(3) Q3 (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.
(4) Q4 Communicate effectively with children and colleagues.
(5) Q6 Have a commitment to collaboration and co-operative working.
(6) Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs
(7) Q9 Act upon advice and feedback and be open to coaching and mentoring.
(8) Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons demonstrating secure subject/curriculum knowledge.
(9) Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
(10) Q25 Teach lessons across the age and ability range for which they are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion;
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives;
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;
(d) manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.
(11) Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
(12) Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.
(13) Q29 Begin to evaluate the impact of their teaching on the progress of all learners and modify their classroom practice where necessary.
(14) Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts.
(15) Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.
(16) Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.
(17) Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
(18) Demonstrate the professional conduct expected of a trainee teacher
(19) Work with others to demonstrate the capacity to plan, to share goals and work as a member of a team

Content:

(1) Establish effective working relationships with colleagues and demonstrate understanding of their own and others roles
(2) Demonstrate high expectations of children as learners and develop constructive and supportive relationships with them
(3) Contribute and share in the corporate life of the school and take responsibility for implementation of school policies and practice
(4) Undertake lesson observation of established teachers in order to evaluate and learn from effective practice.
(5) Plan and teach lessons across the curriculum that allows children to apply literacy, numeracy and ICT skills.
(6) Develop independence in planning and teaching focused activities across three Areas of Learning and an area of enhanced provision or lessons in English, maths and science depending on trainees placement
(7) Reflect upon and evaluate their own teaching and engage in the coaching and mentoring process in order to develop their professional needs.
(8) Provide effective feedback on pupil attainment that identifies pupil progress and supports individual learning needs
(9) Establish the use of frameworks that promote classroom discipline and demonstrate positive values in creating a purposeful and safe learning environment.

Learning and Teaching Information:

Training consists of three phases:

Phase 1 : Preparation for teaching
Introduction to the classroom context; planning, teaching and management systems Observation of teaching and learning, information gathering; data collecting tasks for college based Professional Studies modules
Phase 2 Assisted teaching
Collaboration and assisted performance in planning, teaching and assessment Phase 3 Developing independence
A period of independent performance in planning and teaching in readiness for the Level 1b placement

Observing teaching and tutorial follow up (SBT)
Contact hours 6
Number of groups Individual

Planning Meetings (CT)
Contact hours 1
Number of groups Individual

Completing student assessment booklet (SBT)
Contact hours 1
Number of groups Individual

Visit to school to monitor progress, if necessary (LT)
Contact hours 1
Number of groups Individual

Assessment: